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LIBRARY OF CONGRESS. 

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UNITED STATES OF AMERICA. 



PRIMARY MANUAL TRAINING, 



METHODS IN FORM STUDY, CLAY, PAPER AND 
COLOR WORK. 



BY CAROLINE F. CUTLER, 

Lucretia Crocker School, Boston. 
Special Instructor in Manual Training to the Primary Teachers of Boston. 



% f 




BOSTON AND CHICAGO- 
EDUCATIONAL PUBLISHING COMPANY. 
1891. 






COPYRIGHT 
BY EDUCATIONAL PULISHING COMPANY 

1891. 



pUBLI£HER$' J^OTE. 



The author presents, in plain language, practical methods 
of teaching Manual Training in primary schools. 

In fact, this book is but a transcript of the regular work 
done by the author in her own school, and no plans have been 
suggested that cannot be readily accomplished by the average 
pupil. 

After the school committee of Boston had added to the 
course of study for the primary schools, a course in Manual 
Training, the author was summoned by the committee to give 
instruction to the primary teachers in the methods to be 
employed in teaching Modeling in Clay, Paper-cutting and 
Folding, Stick-laying, etc. 

The line of instruction was in strict harmony with the 
course of study, and this book, which is the epitome of her 
instruction, is issued in response to the demands of many 
teachers. 



CONTENTS. 



Page 

General Suggestions, V. 

Plan of Development of each Type-Solid, VII. 

The Sphere, 5 

The Cube, 13 

Paper-Folding, Series I 22 

Paper-Folding — Forms of Life, 32 

Paper-Folding — Cutting and Pasting, ........ 35 

The Cylinder, . 38 

Review of First Three Solids, 45 

Color, 46 

Paper-Cutting — Color Work, 53 

The Hemisphere, 57 

The Square Prism, 62 

The Right-Angled Triangular Prism, G6 

Equilateral Triangular Prism, 69 

Paper-Folding, Series II, 75 

Dimensions, 89 

The Ellipsoid, 93 

The Oblate Spheroid, 99 

The Ovoid, 100 

The Cone, 107 

The Square Pyramid, 113 

The Equilateral Triangular Pyramid, 120 

Suggestions for connecting Manual Training with other Studies, ... 122 

Constructive Work in Card-board 124 

Suggestions for Stick-Laying, 128 



{^ENERAL J3uQQE£TI0N£. 



Clay. — Modeling clay may be obtained at the Pottery Works, 
or of a plaster image-maker, at a cost not exceeding three cents per 
pound. 

Buy the moist clay, and by keeping it in a covered earthen jar, 
with a damp cloth over the clay, it will be ready for instant use. 
After each lesson, preserve the best specimens, and always moisten 
the clay before returning it to the jar. 

Clay is generally so dry and hard, after the children have 
used it, that " simple moistening " may not be enough. It is best 
then to put it in a dish, and cover it with water. 

After it has thus stood a few hours, or until thoroughly softened, 
pour off the water, and wrap the clay in a large cloth. Place the 
clay thus wrapped upon a plane surface, as a slate or a board, and 
knead, turning it in different directions, till the water is thoroughly 
pressed out and a compact mass formed, when it will be in condi- 
tion to be returned to the jar for future use. 

Clay may be cut by means of a knife, w T ire or strong thread. 
Thread is better for children's use than wire, as the latter is apt to 

v 



vr GENERAL SUGGESTIONS. 

twist and become uneven. Thin, stiff cards can be used to cut small 
pieces of clay. 

Clay may be modeled by rolling between the palms of the 
hands or upon a plane surface, and by striking it gently upon a plane 
surface. 

A sharp-pointed stick — (A wooden tooth-pick, for instance), 
may be used to draw lines upon the clay. A stick with a rough end 
may be used to puncture the clay, to give a rough surface to the 
background. 

Paper,— Manilla paper in sheets, measuring 24x36 and weigh- 
ing thirty pounds to the ream, is "about right " for paper-folding, 
as it will be found thin enough to fold readily. 

This paper may be bought by the single pound, and the dealer 
will cut it into squares of any desired size. Four-inch squares are com- 
monly used, though large squares will be needed for certain forms. 

Thin card-board or development paper, should be used in the 
representation of solids in the higher classes. 

Development paper 24 X 36, weighs about eighty pounds to the 
ream. 

Manilla paper may be used for drawing in primary schools, but 
it should be of heavier quality than the folding paper. Paper should 
be furnished liberally to the children that they may become accus- 
tomed to using it freely in preference to the slate. 

Colored paper cut in four-inch squares, may be purchased by 
the package, or, it may be bought by the sheet, and cut to order. 



GENERAL SUGGESTIONS. vil 

Tablets. — Tablets of various sizes and shapes for use in form 
study, may be purchased, but if they are too expensive, satisfactory 
tablets can be made of card or stiff paper. The children can make 
them by tracing around the edge of a pattern and then cutting out 
the forms. 

Stick-laying. — Colored sticks are sold for this purpose, but 
splints, or even wooden tooth picks may be used. 

Scissors. — Short blunt-pointed scissors are the best for young 
children to use. 

Pasting. — Each child should have a little plate containing a 
small quantity of paste. A few children may be taught to fill the 
plates, and distribute them quickly. A wooden tooth-pick is better 
than a brush for applying paste. 

Card-Pricking. — Pricking cushions and pins are prepared for 
Kindergarten use. Draw any desired pattern upon paper and place 
the paper over the card to be sewed. At suitable intervals along 
the outline of the pattern prick holes through paper and card. Re- 
move the paper and the card is ready for sewing. If the cushions 
and pins cannot readily be obtained, place the card upon a piece of 
thick flannel and prick with a large shawl pin. 

Each subject of form study may be systematically developed 
by following the plan here suggested. 



1. The study of the facts of the type-solid. 

2. Modeling type-solid of clay. 

3. Modeling objects based upon the type-solid. 



viii GENERAL SUGGESTIONS. 

4. Half solid, and objects based upon it. 

5. Study of views of type-solid, with the tablet exercises. 

6. Tracing on clay tablets. 

7. Sewing-cards. 

8. Plane of the type-solid. 

9. Paper-folding and cutting. 

10. Stick-laying (where there are straight edges.) 

11. Arm and pencil-movements. 

12. Drawing of objects based upon the type-solid. 



PLAN FOR DEVELOPINQ THE SPHERE 

1. Study the facts of the type-solid. 

2. Model a sphere of clay. 

3. Model clay objects based upon the sphere. 

4. Cut the clay sphere. Hemispheres. 

5. Place tablets. 

6. Sewing-cards. ..... 

7. Arm and pencil-movements. . 

8. Draw free-hand circle. .... 

9. Draw outline of objects based upon the sphere. 



. See 


page 


5 
6 
6 
7 

8 




' 9, 


10 




1 11, 


12 
12 
12 



GENERAL SUGGESTIONS. 



PLAN FOR DEVEJLOPINQ THE CUBE. 

1 . Compare with the sphere and study the facts of 

type-solid. .... 

2. Model cube of clay. 

3. Model objects based upon the cube. 

4. Make a paper cube. 

5. Faces of cube from the type-solid. 

6. Tablet exercises. .... 

7. Plane of the cube and objects based upon it. 

8. Edges from study of the type-solid. 

9. Corners from study of the type-solid. 

10. Exercises with sticks and peas. 

11. Sewing-cards. .... 

12. Tablets laid in borders and groups. 

13. Stick-laying. .... 

14. Arm and pencil-movements. . 

15. Draw the square. .... 

16. Paper- foldings with sewing, stick-laying and 

drawing. First series, (omitting triangles.) 

17. Draw outlines of one view of cubical objects. 

18. Paper-folding and cutting, — basket, sled, etc. 

19. Paper-folding and pasting. (Designs.) . 

20. Clay plaques. ...... 



See 



page 13 
14 
14 
14 
16 
16 
18 
17 
17 
18 
18 
19 
19 
20 
20-21 

22 
36 
32 
35 
37 




THE SPHERE. 



Each child should hold in his hand a small sphere — while the 
teacher holds a large one before the class. 

The teacher should lead the children to perceive and state that 
the "ball " is round and smooth, and that it will stand and roll. 

Give the name — sphere. (Care should be taken that the 
children do not call this word, spear). 

Talk about the outside of the sphere, and of other objects, and 
give the name — surface. 

Let the children move their lingers over the surface of the 
sphere, and roll the sphere in their hands, and so call forth the 
expression — round surface. 



6 THE SPHERE. 

The children may next model a sphere of clay. Give to each 
child a piece of clay, a little larger than a cubic inch, and tell him 
to place it in the palm of his left hand. Then place the palm of 
his right hand upon the clay, and roll it and mould it, till a sphere 
has been formed. The teacher should model one at the same time, 
that the children may observe the process. 

Next, place before the class objects based upon the sphere — as, 
an apple, a round melon, and a round basket. (Figs. 1 — 3). 

Let the children model a sphere, and then change the form 
of its surface to resemble the object selected. This attempt to 
imitate in clay, trains both the eye and hand, and will lead the 




children to notice the spherical form of other objects. To make 
an apple, the sphere must be indented by pressing slightly with 
the thumb upon the surface, and then inserting a stem, which may 
be made of clay, though a real apple stem would prove more 



THE SPHERE. 7 

effective. On the side opposite the stem make a few scratches 
on the clay, to imitate the blossom. (Fig. 1). 

A melon is made by flattening the upper and lower surface a 
trifle, and marking the stripes. For this, use a sharp slate pencil, a 
wooden tooth-pick, or a thin strip of wood shaped like a knife-blade. 
The basket should have a line marked around it, to represent the 
edge of the cover. Roll a small piece of clay between the hands, 
until a long thin strip is made, which may be fastened to the basket 
for a handle. 




A sphere may be cut in halves, and the hemisphere described 
— but it is best to make the study of the hemisphere a separate 
subject. (Fig. 4). 

Tablets. — Work with tablets should follow clay modelling. Place 
square and circular tablets, (thin card-board) of the same diameter 
as the type-solids, upon a table where the children can see them. 

Tell the children to hold the sphere in front of the eye, and 
then ask a child to select a tablet that looks like a picture of the 
sphere . 



THE SPHERE. 




Give the name of the tablet — circle. 

Let the children place the tablets upon the desk in a position to 
imitate spherical objects — as a string of beads, or a bunch of 
grapes. (Fig 4 *. 5 and 6). 





With colored circles of various sizes very pleasing pictures of 
objects can be easily made, and the children should be taught to 
paste the tablets upon gray, or other neutral-tinted paper. 



THE SPHERE. 



The spherical outline may also be taught by sewing cards 
having circles or circular objects pricked upon them. Let the 
children sew with appropriate colored worsteds or threads. 













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SAMPLE OF SEWING CARD. 



10 



THE SPHERE. 



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SUBJECTS FOR SEWING CARDS. 



ARM AND PENCIL-MOVEMENT. H 



ARM AND PENCIL-MOVEMENT. 

The children should next be taught arm and pencil-move- 
ments, preparatory to drawing the circle. 

Let the children extend the right arm horizontally, and describe 
the form of the circle in the air, by moving the hand toward the left 
side, then up — then down toward the right side, and back to point 
of starting. 




Let them practice the same movement at the black-board, using 
the chalk, until a smooth, free circular movement of the arm is 
obtained, without regard to the size of the circle, except that it be a 
large one. The chalk should be held with the pointed end at an 



12 



ARM AND PENCIL-MOVEMENT. 



angle of about forty-five degrees to the surface of the board, always 
pointing toward the left, and the circle drawn as indicated by figure. 





Let the children practise upon slate or paper, (paper is preferable) 
holding the pencil in the same manner as the chalk. 

Children should draw simple spherical forms from the object. 
Their attention should be called to the prominent features of the 
object selected. If it is not perfectly round, ask them where the 
surface is flat or elevated ; whether it is longer ' ' one way than the 
other," also what additions are made to the spherical form to complete 
the object? Train the child to see the form — and afterward, orally, 
and by drawing, to give descriptive explanations. 

Suppose the object selected to be drawn was a spherical tea-kettle. 
The children will find, by measuring, that the body of the kettle 
is longer horizontally than vertically. That the distance from the 
top of the kettle to the highest curve of the handle is equal to one- 
half the diameter of the circle. They will also discover that the 
bottom of the kettle and the edge of the cover look straight, and that 
the spout is placed nearer the lower, than the upper part of the right 
side of the kettle. (Fig. 9) . 



THE CUBE. 



13 





THE CUBE. 



In the study of the cube, use type solids as with the sphere. 

Compare the cube with the sphere. 

Observe that the cube is not round, that it has edges and cor- 
ners, that it will stand and slide, but will not roll. 

Observe also that its surface is flat or plane. There are six 
parts to the outside of the "block ," all parts of the same size and 
shape. 

Give the name — cube. 

When the children have become familiar with the facts of the type 
solid, they should be taught to mould the cube of clay. 



14 



THE CUBE. 



Give a piece of clay to each child , and have them all model a 
sphere. Then holding the sphere in the right hand, between the 
thumb and fingers, tap it gently upon the slate three times (the 
teacher counting aloud for this movement, that the action may be 
uniform ) . 

Turn the clay and tap three times upon the opposite side, con- 
tinuing to turn the clay until the six sides have been flattened, and 
the clay has assumed the form of the cube. 

Direct the children to be careful to make all the faces of the 
same size, with sharp edges and square corners. 





Objects like the cube, as a square basket, a safe, dice, lump of 
sugar, may also be modeled in clay. (Figs. 1 and 2). 

The cube should also be formed of paper. 

Give each child a square of paper. The teacher holds a large 
square before the class, and folds and dictates ; while the children 
follow her directions. 

Fold front edge to meet back edge. Open paper. Fold front 
edge to meet centre fold. Open paper. Fold back edge to meet 
centre fold. Open. Fold left edge to meet right edge. Open. 
Fold left edge to meet centre fold. Open. Fold right edge to 
meet centre. Open. Result, — sixteen small squares. 



THE CUBE. 



15 



Cut off one entire row of squares from the lower side of paper. 
From the larger piece cut off each corner square. The paper now is 
like Fig. 1. 



.Fig l. Fig. 2. 

Now, cut off one of the two upper squares and also the one opposite 
on the low^er row. (Fig. 2). 

Fold this paper till the edges meet in the form of a cube — 
join the edges by sewing or pasting. 

Many objects, based upon the cube, may be made of paper. 




By joining (as for the cube) all the faces, except one, a box 
is formed. The face left open serves for the cover. Instead of 
sewing the edges, tie each corner with colored worsted. (Fig. 3). 



18 



FACE OF THE CU3E. 



FACE OF THE CUBE. 

Let the children find and count the different parts of the surface 
of the cube. 

There are six parts — all of the same size. 

Each part is called a face. Find the front face — - top face — 
and the other faces. 

Give exercises that will illustrate the terms — level and up- 
right. 

Let the children find surfaces, upon which objects will rest 
evenly. 

Give term — horizontal. 

Find the horizontal faces of the cube. 

Let the children place object in upright position. 

Find the faces of cube that are upright. 

Give term — vertical. 

Find a tablet like one face of the cube. 

Give name — square. 




Find horizontal and vertical faces. 

Interesting and valuable exercises with tablets may be given. 



FACE OF THE CUBE. 17 

Place six tablets to form a cube, like the paper model of the 
cube. 



Edges. — Direct the children to find the places on the cube, 
and on different objects about the room, where the faces meet. 

Give term — edge. 

Find horizontal and vertical edges. 

Find any two edges of the cube that extend in the same direc- 
tion — for example, those from left to right, also those from front to 
back, and again those from top to bottom. And give the term — 
parallel. 

Corners. Have the children find the points where the edges 
meet, and give the name — corner. 

Have them find also, the outside comers of the cube — and of 
other objects. 

Also find the inside corners of the room, and of boxes — find 
face corners of the cube, of the floor and of the slates. 

A skeleton cube can also be formed of sticks and peas by 



18 FACE OF THE CUBE. 

placing the sticks to represent the edges of the cube, and joining 
the corners with peas. 




Cut a plane from a clay cube and from it model a square cracker, 
or a card of buttons. 



O O o 



AFTERNOON TEA. 



O O 



Square objects may be outlined on sewing cards, and given the 
children to sew. 



FACE OF THE CUBE. 



19 



Make borders of tablets using both squares and circles — edge 
to edge. 



Next, place them with their edges near, but not touching. 



ODO 



Edges overlapping. 




In groups. 




Lay sticks for edges to the borders. 

Tablets of colored paper pasted on coarse paper make pretty 
borders. 

Stick Layixg. — Lay sticks to represent the edges and corners 
of a square . 



20 ARM AND PENCIL-MOVEMENT. 



ARM AND PENCIL-MOVEMENT. 

The next step is to give arm and pencil-movements preparatory 
to drawing the square. Send as many children as possible to the 
board- — the others meanwhile working at their desks. 

Direct the children to turn slightly toward the left, and hold 
the point of the chalk toward the left also, at an angle of forty-five 
degrees to the surface of the board — draw downward in a vertical 
line. (Fig. 1). 




Now, direct the children at the board to turn slightly toward the 
right, and with the chalk pointing upward, place the point at the 
upper end of the vertical line, and draw from left to right, a line as 
long as the vertical line. (Fig. 2). 



ARM AND PENCIL-MOVEMENT. 



21 




Turn again toward the left — and draw downward from the 
right end of the horizontal line, to make the right vertical line. 
Resume position for the horizontal line, and draw the lower side of 
the square, from left to right. (Fig. 3). 




In drawing on the black-board the children may use a ruler 
to measure the lines but must not draw by it. 



22 PAPER-FOLDING, 



PAPER-FOLDING. 



The following foldings form a systematic series, but some of 
them, for example, the angles and triangles, may be omitted until 
after the study of the solids illustrating those forms. 

These foldings may be used separately, but it is well to connect 
them with drawing and sewing lessons. Thus after folding No. 1, 
fold another just like it and let the child trace the crease with a lead 
pencil. Next with a ruler measure the line and draw one the same 
length on slate or paper, testing carefully with ruler. In this way 
the use of ruler is learned, and eye and hand trained to accuracy. 
Then draw the line again entirely free-hand. 

These four steps having been taken , a child will thoroughly under- 
stand and be able to draw a horizontal line. 

Proceed the same with No. 2, and all the figures, taking four 
steps with each before attempting the next figure. 

These same figures can be pricked on cards and sewed with 
colored thread or worsted, giving a series of sewing lessons. 

Sewing on canvas or scrim will do as well. 

If the papers are cut through the creases and the strips pasted 
on gray or neutral-tinted coarse paper, another development of 
manual training will result. 

Stick-laying in these forms should precede drawing, 

The papers used for these foldings are four inches square. 

In this first set of foldings each crease should be made sepa- 
rately that all may be accurate. Never allow the children to double 
the paper and make several creases at once. 



PAPER-FOLDING. 



23 



Number Oxe. — Fold front edge of square to meet back edge. 
Open paper. Result — a horizontal line. 

Number Two. — Fold front edge of square to meet back edge. 
Open paper. Fold front edge to meet horizontal line in centre. 
Fold back edge to meet centre line. Open square. Result — three 
parallel horizontal lines. 




Number Three. — Fold left edge to meet right edge. Open 
paper. Result — vertical line . 

Number Four. — Fold left edge to meet right edge. Open 
paper. Fold left edge to meet centre line. Fold right edge to meet 
centre line. Result — three parallel vertical lines. 



24 



PAPER-FOLDING. 




Number Five. — Fold front edge to meet back edge. Open 
paper. Fold left edge to meet right edge. Open paper. Result 
— two diameters of square. 

Number Six. — Fold lower left corner of square to meet upper 
right corner. Open paper. Result — oblique line — also diagonal 
of square. 





Number Seven. — Fold lower left corner to meet upper right 
corner. Open paper. Fold lower right corner to meet upper left 
coiner. Open paper. Result — two diagonals of square. 



PAPER-FOLDING. 



25 



Number Eight.— Fold lower left corner of square to meet 
upper right corner. Open paper. Fold lower left corner to meet 
centre of oblique line. Fold upper right corner to meet centre line. 
Open paper. Result — three parallel oblique lines. 



Number Nine. — Fold diameters of square (See No. 5). Result 
— four small squares. Cut out upper right square. Result — right 
angle . 



Number Ten. — Fold diameters of square. Open square. Fold 
lower left corner to meet upper right corner. Open paper. « (No. 10 a) . 
Cut out triangle in upper left square. Result — acute angle. 
(No. 10 b). 



26 



PAPER-FOLDING. 



r 



Number Elevex. — Fold diameters of square. Open paper. 
Fold lower right corner to meet upper left corner. Open paper. 
(No. 11 a). Cut out upper left square and adjoining triangle. Re- 
sult — obtuse angle. (No. 11 b). 




Number Twelve.— Fold diameters of square. Open paper. 
Fold each corner of square to centre of square. Open paper. Re- 
sult — inscribed square. 



PAPER-FOLDING. 



27 



Number Thirteen. — Hold right edge of square in right hand 
and left edge in left hand. Pass right hand under towards left, and 
left over towards right till upper side of square is divided into thirds. 
(See No. 13 a). When the upper edge is lapped so it is even at 
both ends press the creases down the whole length of paper. Open 
paper. Result — square divided vertically into thirds. (No. 13 b) . 



^5511, 




Number Fourteen. — Fold square in three horizontal, parallel 
lines. (See No. 2). Open paper. Fold upper side into thirds. 
(See No. 13 a). Open paper. Result — three parallel horizontal 
lines divided into thirds. 



28 PAPER-FOLDING. 

Number Fifteen. — Fold left side of square so it will be divided 
into thirds as No. 13 a. Press paper in two horizontal folds. Open 
paper. Result — square divided into thirds horizontally. 




Number Sixteen. — Fold square into three parallel vertical lines. 
(See No. 4.) Open paper. Divide into thirds. (See No. 15.) 
Open paper. Eesult — three parallel, vertical lines divided into thirds. 




17. 

Number Seventeen. — Fold square into four small squares by 
folding front edge to meet back edge. Then left edge of oblong to 
meet right edge. Hold corner which forms the centre of the paper 
in left hand. Cut in a line curving outward from lower right corner 
of square to upper left corner. Open paper. Eesult — circle. 



PAPER-FOLDING. 29 

Number Eighteen. — Cut a circle. (See No. 17). Cut through 
one diameter. Result — semi-circle. 





19. 20. 

Number Nineteen. — Cut circle. (See No. 17). Cut from 
edge of circle through half of horizontal diameter — also from centre 
of circle through one half vertical diameter. Quarter circle. 

Number TwEXTr. — Cut circle. (See No. 17). Fold edge at 
end of one diameter to meet centre of same diameter. Open paper. 
Cut off small section. Result — curved edge or small section of 
circle. 




Number Twexty-oxe. — Fold lower left corner to meet upper- 
right corner. Cut through diagonal . Result — ri^ht-angled triangle . 



30 



PAPER-FOLDING. 



Number Twenty-two. — Fold front edge to meet back edge. 
Open paper. Fold front edge to meet centre fold. Open paper. 
Fold back edge to meet centre fold. Open. Fold left edge to meet 



































22 a. 


















/ 








/ 










right edge. Open. Fold left edge to meet centre vertical fold. 
Open. Fold right edge to meet centre fold. Open. Result — 
sixteen small squares. (No. 22 a.) Cut off from entire upper side 
of square a strip equal to one-eighth the width of square or one-half- 
inch, (No. 22 b) . Fold back upper left corner of paper so that the 



PAPER-FOLDING. 



31 



crease will extend from upper end of vertical diameter to lower left 
corner of paper. (No. 22 c). Fold back upper right corner so the 
crease will extend from upper end of vertical diameter to lower right 
corner of paper. Cut through the last two folds. Result — equi- 
lateral triangle. (No. 22 d). 

Number Twenty-three. — Fold lower left corner so crease 
extends from upper left corner to middle of lower side of square. 
Cut through fold. Result — the smaller section is a scalene triangle. 





Number Twenty-four. — Fold square in four small squares. 
(See first part of No. 17). Fold again to get diagonals of small 
square. Open paper. Result — four squares with diagonals form- 
ing construction lines for various designs. 



32 



PAPER-FOLD LN"G. 



PAPER-FOLDING 



ILLUSTRATING 
UPON SOLIDS. 



OBJECTS BASED 



As the square is the form from which the greatest variety of 
paper-folding and design can be obtained, it can be used throughout 
the course interspersed with studies from all the type-solids. 

Many of the Kindergarten forms can be used with advantage . 

Here is a simple one, a little basket. 






Number One. — Fold front edge of square to meet back edge. 
Open. Fold left edge to meet right edge. Open. (Fig. 1). Fold 
each corner to centre of square, (Fig. 2). Turn paper. Fold each 



PAPER-FOLDING. 



corner to centre, (Fig. 3). Turn paper. Fold back each of the 
corners that meet in the centre, (Fig. 4). Insert the fingers and 
thumb in the pockets thus made and press the four under corners 
together. Result — Fig. 5. 




Number Two. — Fold front edge of square to meet back edge. 
Open. Fold front edge to meet centre fold. Fold back edge to 
meet centre. 



Fig. 7. 



Turn paper — longest edges horizontal. Fold upper and lower 
left corners to meet on horizontal line. Fold right corners the same 
way. (Fig. 7). 



34 



PAPER-FOLDING. 



Fold upper edge to meet lower edge, 
boat. (Fig. 9). 



(Fig. 8). Result — a 



fig. 8. Fig. 9. 

Number Three. — Divide (by* folding) a square into thirds, 
both vertically and horizontally. (Fig. 10). 



Fig. 10. Fig. 11. 

Cut out the middle square on upper side. (Fig. 11). 



PAPER-FOLDING. 



35 



Fold upper right corner of upper right square to meet the lower 
left corner of same square. Fold upper left corner of upper left 
square to meet the opposite corner of the same square. (Fig. 12). 

Fold right edge of paper to meet the vertical crease next it. 
Fold left edge of square to meet vertical crease next it. (Fig. 13) . 
Turn paper. Result — a sled. (Fig. 14). 




Number Four. — Let the children cut Kindergarten designs 
from colored paper and paste upon gray square. 

The following is easily made. Fold front edge to meet back 
edge. Fold left edge to meet right edge. Fold lower left corner to 
meet upper right corner. Open. Fold lower left corner to meet 
centre of square. Fold upper right corner to meet centre of square. 
Cut off both corners through the folds last made. Open the large 
figure and paste on gray square. Open the corner cut from lower 
left corner of square. It is a little square. Paste diagonally across 
open centre of the octagonal figure. The other corners cut off are 
triangles. Paste them around four sides of large figure. (Fig. 15). 

During the lesson each child can have a little plate of paste, 
and wooden tooth-picks are better than brushes with which to apply 
the paste. 



36 



VIEWS OF CUBICAL OBJECTS. 





DRAWING THE VIEWS OF CUBICAL OBJECTS. 



Drawing from cubical objects should be practiced as with the 
sphere. The objects which have been modeled in clay, and also 
cubical object* in the room should be drawn. At first, it is best to 
draw views of each face separately, as young children are rarely able 
to draw correctly, when views involving persoective are attempted. 

Cubical boxes, and baskets, toy money-banks, toy trunks, (see 
illustration) and similar objects are suitable subjects. 



VIEWS OF CUBICAL OBJECTS. 37 

Another step in clay work may follow the paper-folding and 
drawing. 

Cut from a large cube a plane about one-quarter inch in thick- 
ness or make a square tablet by placing bits of clay on a slate and 
moulding them into a flat smooth surface. 

With a sharp slate pencil, draw simple designs upon the clay. 
Clay can be added within the outline of the figure, building it up in 
bas-relief if desired, or if left in flat outline a pretty effect will be 
given by puncturing the surface of the clay around the design. 




i.i. 

ulll' 



'.■-Yi'.'r 

_l — LU — ' ' i i — i LL_ 



CLAY TABLET. 



Nearly all the figures used in the drawing course can be repeated 
upon clay. The youngest pupils can have various plane figures cut 
from card-board, and placing them on the clay, trace around the 
edo-es. 



38 



THE CYLINDER. 




THE CYLINDER. 

Use the type-solids as in the previous lessons. Direct the child- 
ren to compare the cylinder, with the sphere, and the cube. They 
will discover that it will roll, and stand, and that its surface is plane 
and curved. The plane faces are circles. Give the name — cylin- 
der. 

The children can model a cylinder of clay, by first making a 
sphere, and then rolling it on a slate, or, between the hands, until the 
desired length is obtained. Then flatten the ends by tapping them 
alternately upon the slate. 



THE CYLINDER. 



39 



Cylindrical objects can now be made of clay, as, a rolling-pin, 
muff, water-pot, drum, and bottle. 





Y. i 



For a rolling-pin, make a cylinder of the desired length. Then 
make small cylinders for handles ; instead of flattening the outer 
ends of the handles, curve them slightly. 

The rolling-pin and the handles may be joined together more 
firmly, by inserting in the joined ends a wooden tooth-pick. Join 
spouts to tea-kettles and watering pots in the same manner. 

A paper cylinder may next be made. 

Fold a square into sixteen small squares. Cut out each corner 
square, and all of the two lower squares, except a slight margin as in 
Fig. 1. 



o 



O 



Cut circles from the squares on left and right sides, leaving the 
circles attached to the paper. (Fig. 2). 



40 



THE CYLINDER 



Fasten the upper and lower edges of paper together by sewing 
or pasting, and join the circles to the ends of the hollow cylinder 
thus formed. 

Make another clay cylinder, and cut it in halves, through its 
longest diameter. Scoop out a portion of the clay from a half- 
cylinder, and a trough is made. By attaching the trough to an 
upright cylinder the principal parts of a pump are formed. To com- 
plete the pump, add the handle and spout. 



ica 





The half-cylinder, may also form a basket by the addition of a 
handle. 



THE CYLINDER. 



41 





Cut a thin slice from the end of a cylinder and mould it into a 
round cracker. 

From a thicker slice may be moulded a cheese, or a circular 
box. 



42 THE CYLINDER. 

Let the children hold a cylinder in a vertical position, in front 
of the eye and study the outline. 
Then find a tablet like it. 
Give the name — oblong. 




Let the children find tablets like the upper and lower faces of 
the cylinders — (circles). 

All these tablets may be arranged in groups. 






THE CYLINDER. 



43. 





Ask the children to cut an oblong plane and a circular plane, 
from the clay cylinder. Figures containing oblongs maybe traced 
on clay plaques, or sewed on cards. 

A great variety of forms, combining oblongs, squares and circles 
may now be introduced. 



c 



£X 



<J 







The oblong can be made easily, by cutting a square in halves. 
Oblongs of other proportions should also be introduced at this 
staore. 



44 



THE CYLINDEK. 



Fold a square to mark its diameters, and then use the entire 
length, and various portions of the width, for different sized 
oblongs. 

Fold another paper and using the creases for diameters, draw 
the outline of an oblong. 

Lay sticks to form the outline of the oblong. 

Give arm and pencil-movements as for a square, and draw the 
oblong. 





Draw from objects, cylindrical forms and have the children des- 
cribe each object in a language lesson. 



REVIEW OF SOLIDS. 45 



REVIEW OF SOLIDS. 

Direct the children to feel of the sphere — cube — cylinder — 
and from the sense of touch alone, describe these solids. 

Then, a child may describe to the class, one of the solids {with- 
out showing it) and the class be asked to name the solid thus des- 
cribed. 

The faces of solids may be reviewed in the same manner. 



VIEWS OF SOLIDS. 



Tell the children to place a sphere upon their desks and look 
down upon it. This view of the sphere is called a top view and 
when drawn, is represented by a circle. Direct the children to 
draw the top view. 

Then ask the children to hold the sphere on a level with the 
eye This view is called the front view. Let the children draw this 
front view and the result will be a circle, as before. 

Then hold sphere above the eye — this view is called the bottom 
view. Draw it and obtain another circle. 

Place the cube and cylinder in similar positions and draw the 
views. 

Build up a group of these solids and draw the front view. 

The teacher should frequently describe to her class these solids, 
(without showing them) and direct the children to draw the solids 
thus described. 



40 COLOR. 



COLOR. 



The study of color should now be introduced. 

As color holds a prominent position in educational progress, 
knowledge of the best methods of teaching it becomes essential. 
That the correct blending of color is but little understood, is clearly 
evinced in our daily surroundings, and the wisdom of introducing to 
our youngest pupils even, a practical course of instruction in harmony 
of color is beyond question. 

Many publications upon the subject deal largely with the theory 
of color as applied to painting. The use of the brush is one method 
of illustrating color, but there are other methods more practicable 
for general work in large classes of young children. 

Some suggestions of methods to be avoided and of others that 
have proved successful in primary classes may prove helpful. 

Care should be taken to avoid teaching terms only, instead of 
giving material object lessons. Many teachers devote much time 
to engraving upon the minds of their pupils the names of primary 
and secondary colors. 

While it may be, as claimed by some scientists, that red, green 
and violet are primary in accordance with the vibration of certain optic 
nerves — still, red, yellow and blue pigments are primary as they 
form the basis of other combinations. 

Yet it is not necessary to burden the children's minds with this. 

Care also should be taken when presenting the subject of com- 
plementary colors, to eradicate that deplorable taste that delights in 
such combinations as flaming orange with brightest blue, lest a repe- 
tition of the case occur, where the little girl insisted upon dressing 



COLOR. 47 

her dolls in those outre colors because her teacher used them in 
paper designs and taught her to combine them. 

The great object to be sought is the proper use or harmony of 
color. Nature should be our model. Children must first learn 
color by sight and name through association with color. The rain- 
bow is pure color, and the colors which more nearly resemble it are 
called standard colors; for example, carmine is a standard red. 

For the first lesson suspend before the class a large piece of 
standard red paper, and one of standard yellow. 

Have a half-pint bottle nearly full of water and dissolve a little 
carmine water-color paint in the bottle till the liquid is of proper 
color and another pleasing object of standard red is presented. 

Do the same with chrome yellow. 

Paste paper of these same colors on small cards and distribute 
among* the children. 

Let each child match the card to the large paper. 

Each child name color of large papers. 

Each child find red and yellow cards as called for. 

Each child tell name of color of card as given. 

Teach blue in the same way. The best blue for the liquid is 
cobalt. Review the three colors. 

Objects made by folding colored papers is one pleasing method 
of testing the knowledge of children in this review. 

To teach orange, hold before the class a clear glass tumbler. 
Pour into it a little of the red liquid, then an equal quantity of yel- 
low liquid. The mixture is orange, and the transformation taking 
place before the children's eyes fixes their attention, and the name of 
the new color, orange, is more easily remembered. 



48 



COLOR. 



Suspend a large orange paper, and giving the children orange 
and yellow cards, let them match, distinguish, and name. 

Place yellow tissue-paper upon red tissue paper. Allow the 
light to shine through, and orange is seen. These papers can be 
folded into pretty forms. 

Gelatine films also illustrate the blending of colors. 

A red and a yellow triangle with a square of orange between 
them may be pasted upon gray paper to illustrate the fact that red 
and yellow make orange. 

Also make them in worsted, on Kindergarten cards. 

Teach green by mixing blue and yellow the same as red and 
yellow. ^ Use paper forms, worsted, and any practical illustration of 
the subject, Teach violet by mixing red and blue. 

This circular diagram will illustrate the relation of colors pre- 
viously mentioned. 




Thus the orange is placed between reel and yellow because it is 
produced by the mixture of those two colors. 






COLOE. 49 

For a similar reason green is placed between yellow and blue, — 
and violet between blue and red. 

Let children bring objects of these different colors. 

Name colors of objects remembered but not seen in the school- 
room. 

Black and white should be noticed, and brown and gray 
taught. 

Colors are pleasing to children, and if they are allowed to make 
something of these pretty papers and worsted, under proper guid- 
ance their taste in color will be easily cultivated. 

These different standard colors cannot be combined in any 
simple work the children could make at this stage, but any one of 
these bright colors can be used with gray or some other neutral tint. 

Tones lighter and darker than the standard should be taught. 

Mix the standard red liquid with white, (Chinese white) also 
with black (India ink) . 

Describe as light, and dark red. Have papers of several shades 
of red, but all belonging to the same scale. Let children select all 
the r^ds from among other colors. 

Let them find and name red, light-red, dark-red. Do the same 
with all the colors previously studied, omitting the mixing of black 
liquid with yellow or orange as dark-green will result. 

Make a chart having three shades of each of the colors, and let 
the children match exactly with their small cards. 

Simple designs may now be made by combining a tint and 
shade of any one color. Thus light-red with dark-red — light-green 
with dark-green. Under careful guidance the children will uncon- 
sciously learn theory and harmony of color by constant association 
of proper colors in their daily exercises. 



50 



COLOR. 



Let children describe colored forms, viz., "This is a red 
circle." "This is a yellow square." " This figure has a large dark- 
green square and small light-green triangles." 

The following designs may be made of paper : 





Number One. — Red squares. Black circle. 
Number Two. — Yellow circles. Black squares. 





^ 



<LJ> 



3. *• 

Number Three. — Pink circles. Black square. 
Number Four. — Large square or two oblongs of dark red, 
small squares light pink. 




COLOR. 51 

Number Five. — Dark violet square. Light violet triangles. 

Number Six. — Brown bronze square. Light, yellow semi- 
circles . 

Number Seven. — Three shades of one color. 

An almost inexhaustible field of color lessons can be found in 
coloring the clay forms made by children. 

Dry paint in the form of a powder may be found at the art 
stores. This powder comes in various shades and tints. If the 
correct shades of powder be rubbed with the finger upon the clay 
objects before they harden, the resemblance to the object repro- 
duced will be greatly increased. Treat a clay banana in this way. 
Cover the clay thoroughly with the correct shade of yellow, and add 
touches of green on the curves and near the end. A touch of brown 
on the stem will complete the coloring, and the resemblance to the 
natural fruit will be quite marked. 

The clay peach similarly treated acquires the beautiful velvety 
appearance characteristic of the fruit. 

Children are often perplexed in naming colors by their inability 
to distinguish a hue of color from a shade or tint of the standard. 
Thus carmine, scarlet and magenta are all known to them as red, 
but only the carmine can be assigned to the scale of standard red. 
To explain these differences resort to the colored liquids again. 
Assuming orange to be produced by mixing equal parts of red and 
yellow, add more red to the orange and a color is made that may be 
termed orange-red. By mixing wdiite with orange-red, its tint, 
(which is salmon) is produced. By mixing black with orange-red, 
its shade (or scarlet) is produced. These tones are the yellow hues 
of red. 



52 



COLOR. 



Show orange again and add more yellow — giving buff or the 
red hues of yellow. Young children can describe carmine as 
standard red, — scarlet as a color having more red than yellow — 
and buff as a color having more yelloAV than red. 

There is one red which has not been mentioned in the scales, 
but which children are very apt to bring as a sample — viz. , magenta. 
This is a mixture of red and blue like the purple only in unequal 
quantities, nearly all red with but little blue. The greens can be 
divided into blue-greens and yellow-greens. For blue-green put 
more blue than yellow. For yellow-green put more yellow than 
blue. Violet can be divided the same way. More red than blue, 
giving red-violet — more blue than red, giving blue-violet. 

This chart will be found to illustrate the proper position of the 
hues of these colors. 



TINT, 


Pink. 


Salmon. 


Light 
Orange. 


Buff. 


Cream. 


Apple 

Green. 


STANDARD, . 


Red. 


Or ange- 
red. 


Orange. 


Orange- 
yellow. 


Yellow. 


Yellow- 
green. 


SHADE, . 


Garnet. 


Scarlet. 


Dark 

Orange. 


Dark 
O. Yellow. 


Corn. 


Dark 
Y. Green. 



TINT, 


Light 

Green. 


Light-hlue 
Green. 


Light 

Blue. 


Lavendar. 


Light 

Violet. 


Lilac. 


STANDARD, . 


Green. 


Blue- 
green. 


Blue. 


Blue 

Violet. 


Violet. 


Red 

Violet. 


SHADE, . 


Dark 

Green. 


Dark 
B. Green. 


Dark 

Blue. 


Dark 
B. Violet. 


Dark 

Violet. 


Dark 

R. Violet. 



PAPER-CUTTING. 



53 



PAPER CUTTING.— COLOR WORK. 

The following designs can be cut from paper and placed upon 
a suitable background allowing the under color to show through the 
openings. Cut the design from any bright color and place over 
black, or gray, or white paper. Another set can be made by 
cutting from a tint and placing over a shade of the same color. If 
the designs are cut from gold or silver paper and placed over proper 
colors the effect is agreeable. 

Fold the front edge of a square to meet back edge. Fold left 
edge of oblong to meet right edge. Fold lower right corner to 
meet upper left corner. Upon the triangle thus formed draw the 
figures indicated by dotted lines and cut through dotted lines, 
thus — 



Figure A. when opened gives Fig. 1. 





54 PAPER-CUTTING. 

Figure B. when opened gives Fig. 2. 





Figure C. when opened gives Fig. 3. 





PAPER-CUTTING. 
Figure D. when opened gives Fig. 4. 



f)5 





Figure E. when opened gives Fig. 5. 





56 TERTIARY COLORS. 



TERTIARY COLORS. 



The Tertiary colors are citrine, olive, and russet. Citrine is a 
combination of orange and green. Russet — of orange and purple. 
Olive — of purple and green. Citrine is called the yellow tertiary, 
because yellow predominates — being in both the orange and green. 
Russet — is called the red tertiary, as red predominates. Olive — 
the blue tertiary, as blue predominates. 



CONTRAST AND HARMONY. 

Contrast must not be mistaken for harmony. Harmony may 
include contrast, but, contrast to be harmonious, must always be 
delicate, never coarse. Blue and Orange are complementary colors, 
because each increases the brilliancy of the other, but the violent con- 
trast offends good taste. Tints and shades of both colors arc often 
blended with harmonious effects, but children should use simpler 
combinations. 



THE HEMISPHERE, 




THE HEMISPHERE. 

The teacher will show to the children two hemispheres, so placed, 
as to form a sphere. 

Separate them, and ask the children to name them — the natural 
reply will be, rr half of a sphere." 

Give the proper name — hemisphere. 

Now, distribute hemispheres to the class, and ask the children 
to describe them. They will see that the hemisphere has one plane 
face and one curved face. The plane face is a circle. 




The day hemisphere is formed by cutting the clay sphere in 
halves. 



58 THE HEMISISPHERE. 

Model clay objects resembling the hemisphere — as a hat, a half 
apple, or a fruit dish. 




Have the children find the tablet like the plane face of the hemis- 
phere (circle). 

Direct the children to hold the hemisphere on a level with the 
eye, the plane face downward and find tablet like this view. Give 
the name — semi-circle. 



These semi-circular tablets may be so placed as to form a 
border, 




THE HEMISPHERE. 



59 






Place semi-circles around the sides of a square, and of an 
oblong — to make a quatre-foil. 



r\ 




Clay Tracings. — The teacher may cut from cards, various 
forms, resembling the semi-circle, and let the children place the 
forms on clay tablets, and trace around the edges. Good subjects 
may be selected from the tablet forms already mentioned, to which 
may be added — the side view of an open umbrella, and mouse- 
trap and mouse. 




60 . THE HEMISPHERE. 

These same clay and tablet forms may be pricked on cards, to 
be sewed by the children. 






/ / 
/ / 

1/ 



i \ 
i i 






SEWING CARD. 



The children having now received these various impressions of 
semi-circles, in clay, card, and sewing, should give expression, by 
paper-folding, and drawing, to their knowledge of this form. 

Paper-folding. — Cut a circle (See page 28, Fig. 17) and then 
cut it in halves (semi-circle). Fold a four-inch paper square to mid 
the diameters, and upon them draw semi-circles. 

Repeat these semi-circles, by drawing free hand, both the 
diameters and curves. 

The children may now draw free hand, simple objects having 
the form of the hemisphere. Draw also upon clay tablet. 

Designs. — A practical application of the form study, may now 
be made by the children in making the following design. 



THE HEMISHHERE. 61 

Upon a square of red paper draw the quatre-foil, as in Fig. 1. 



Cut out the quatre-foil. 







Upon a square of black paper (of same size as Figvi) draw 
Fig. 2. 

Cut out the central drawing and place it in the centre of thlf 
quatre-foil, mounting the figure thus formed, upon a black or neutral 
ground. (See Fig. 3). • 



62 



SQUARE PRISM. 




SQUARE PRISM. 

The teacher will hold up before the children, a cube composed 
of four square prism solids, and then separate the blocks, to demon- 
strate that the square prism is one-fourth of the cube. 

Then, direct the children to model the clay cube, which they 
are to cut vertically, into quarters and thus obtain the square 
prism. 

Distribute the type solid amongst the class and ask the children 
♦to describe the faces and angles. (Four equal oblongs and two 
squares). 

The children may form a square prism from a clay cylinder by 
flattening the curved surface, into four oblongs of equal size. 



SQUARE PRISM. 



63 



Direct the children to make a paper square prism. First fold 
a square into sixteen squares, then cut off squares 1, 3, 4, 13, 15, 
16. 



/ 




J 


4 


















/J 




/r 


/6 



Edges to be joined by sewing or pasting. 



A skeleton square prism can be made with sticks and peas. 



64 SQUARE PRISM. 

Have the children model in clay, objects based upon the square 
prism — as a carpenter's plane, chest, and oblong basket. 




Faces of the square prism. The children may find tablets like 
the faces (four oblongs — two squares). 



Let the children be reviewed by finding the vertical, horizontal, 
a,nd parallel edges and right angles of the square prism. 



SQUARE PEISM. 



65 




Paper Folding. — Cut a paper oblong — fold for diameters 
and diagonals — then make an oblong clay tablet of the same size, 
and mark on it the diameters and diagonals. 




Make another clay tablet of the same size, and draw the diameters 
upon it, place & point in the centre of each half -diameter , connect the 
points by lines (to form a Rhombus) add more clay to the rhombus, 
to build it up above the surface of the oblong. 



66 



RIGHT-ANGLED TRIANGULAR PRISM. 




THE RIGHT-ANGLED TRIANGULAR PRISM. 

Let the children mould a clay square prism and bisect it diag- 
onally to form a Right- Angled Triangular Prism. 





Give the type solid to the class to study, and compare with the 
clay. They will find Jive plane faces, three oblongs (one wider than 



RIGHT-ANGLED TRIANGULAR PRISM. 



67 



the others) and two triangles. Let the children describe the tri- 
angular face as to its sides and angles. 

With an open pen-knife, the teacher may illustrate the three 
angles of the triangle. 

Give the terms triangle and acute-angle. 




The right-angled triangular prism may also be modeled from 
the clay cylinder, by flattening the cylinder upon three sides, 
remembering to finish one face broader than the others. 




Have the children mould a clay square prism, and a clay right- 
angled triangular prism of the same length. The two prisms prop- 
erly joined resemble a house, — outline doors and windows on the 
square prism. 






68 RIGHT-ANGLED TRIANGULAR PRISM. 

Find tablets like the faces of the triangular prism and form 
designs. 




Let the children cut planes from the clay triangular prism, and 
also cut the the same forms from paper. 

A right-angled triangle can be cut from paper, by bisecting a 
square diagonally. 




The children should lay sticks for oblongs and triangles, and 
then draw the figures. 



EQUILATERAL TRIANGULAR PRISM. 



G ( J 




EQUILATERAL TRIANGULAR PRISM. 

The teacher will distribute to the class the type solid square, 
and equilateral triangular prisms. 

By comparison, the children will find that the oblongs are equal 
in size, in each prism. They will also find that the equilateral tri- 
angular prism has hut' three oblong faces, and that the triangular 
faces have three equal sides. 

Give the name — equilateral triangular prism. 

Have the children mould a clay equilateral triangular prism, 
from a clay cylinder, by flattening the curved surface to form three 
equal oblongs. 

Next, direct the children to make this prism from paper — in 
this manner — fold each side of a square into four equal parts, 



70 



EQUILATERAL TRIANGULAR PRISM. 



making sixteen small squares, cut off the lower row of squares, then 
cut off each corner square. (Fig. 1). 



Cut the left and right squares to form equilateral triangles. 
(Fig. 2). 





Fasten the edges to form an equilateral triangular prism. 



EQUILATERAL TRIANGULAR PRISM. 



71 





A skeleton prism may be made with sticks and peas and the 
children study the edges and corners. 

Have the children cut planes from the clay equilateral triangu- 
lar prism, and give new term — equilateral triangle. 

Find tablets like the faces of this prism, and arrange in designs. 





72 EQUILATERAL TRIANGULAR PRISM. 

Trace the figures on clay, and sew on cards. 





Fold paper to form equilateral triangles. 
Fig. 22). 

Draw these figures : 



(See Series I. 





Draw objects based upon the equilateral-triangular prism. 

Place the square prism, and the right-angled triangular prism 
so that the ends form an obtuse angle. Illustrate with an open 
pen-knife, and let the children lay sticks to form the angle, and then 
draw it. 




EEYIEW. 73 



REVIEW. 



At this point it should be ascertained if the children have a 
clear idea of the type-forms. Without showing the solids the chil- 
dren should be asked to state what they know about their surface — 
tfie kind, number, and shape of faces, the edges and corners. 

Let the children — from memory — model them of clay, and 
when practicable make them of paper. Have them draw the faces 
and views. 

Ask them to mould in clay familiar objects which they have not 
made in school. 

Much good will be derived from these review lessons, and pos- 
sibly marked latent talent will be shown. By this means, errors and 
misunderstandings will be quickly detected. The same test should 
be applied to drawing. 

An excellent test in drawing will be found in a dictation exer- 
cise — for example, tell the children to think of a square prism, four 
inches long, two inches wide, and two inches high, resting on the 
table, and on a level with the eye. Suppose the prism to be in a 
direct front view, with an oblong face, in a vertical position. Ash 
the children to draw the front view . 

Xext think of a cube, placed on that prism so that the edges and 
corners of the two solids meet. Add the drawing of the front view 
of the cube, to that of the prism. Tell the children to imagine the 
cube replaced by an apple, and draw that view. 



74 



KEVIEW. 



After the drawings have been made, show the groups of objects. 
Carefully place the objects, so that the views seen by the children, 
may exactly correspond with the dictation exercise. 




PAPER-FOLDING. 75 



PAPER FOLDING. 

A series of foldings is here given, which may be developed in 
regular order, although it is better to use each figure after studying 
the solid from which it is derived. The same method should be 
followed, as in the first series of paper foldings, viz. : Fold and cut 
from dictation. Next fold and trace outline with lead pencil. Then 
draw same figure, — testing with ruler. Finally draw free hand 
upon paper. 

Papers used in folding are four inches square. 

Figure One. — Keep paper upon desk, not allowing it to be 
held in the air when folded. 

Fold front edge to meet back edge and left edge of oblong so 
formed to meet right edge. 

Fold upper left corner of square to meet lower right corner. 





Next fold so crease shall extend from centre of lower side to 
upper right corner. (Fig. A). 

Cut through last fold. Result, (Fig. 1). 



w 



PAPER-FOLDING. 



Now fold'another square just like first one, and instead of cutting, 
open the square, when the outline of star will be seen. 
Let children trace with pencil. 




Figure Two. — Fold and cut as in Fig. 1. 

Fold another square to obtain inscribed square. (See first 
series, Fig. 12). 

Cut out inscribed square and place over star. 

Fold another square upon its diameters and cut out one of the 
small squares. Place this upon the square on the star as in Fig. 2. 





1 Figure Three. — Use oblong 4x2 inches, or one-half of four 
inch square. Place on desk, long edges vertical. Fold front edge 
to meet back edge. Left edge to meet right edge. 



PAPER-FOLDING. 



Cut from lower right corner to upper left corner. (Fig. B. 
Eesult, Fig. 3) . 






Figure Four. — Divide square into thirds vertically and hori- 
zontally. Cut out each corner square. Cut upper and lower squares 
into triangles. (See Fig. C). Fold to form envelope (Fig. 4). 

Figure Five. — Cut equilateral triangle. (Series 1, number 
22). 

Place it with base horizontal on front of desk. 

Fold left angle to meet right angle. Fold lower right angle to 
meet upper angle. Fold left angle to meet right angle. 





Fig. D. Fig. 5. 

Cut from middle of lower edge to point equally distant from 
right corner on right edge. (Fig. D. Result, Fig. 5). 



.78 



PAPER-FOLDING. 



Figure Six. — Fold triangle as in Fig. 5. Cut from middle of 
lower edge, in a vertical line to meet left edge. (Fig. E. Result. 
Fig. 6). 





Figure Seven. — Fold square into small right-angled-triangle 





like first part of Fig. 1. Then cut from middle of lower side to 
middle of light side. (Fig. F. Result, Fig. 7). 



PAPER-FOLDING. 



79 



Figure Eight. — Fold as for Fig. 7, but cut line curving 
inward. Fig. G. Result, Fig. 8). 





Figure Nine. — Fold front edge to meet back edge, and left 
ed^e to meet ri^ht edo-e. 



^\" 



/ 




Fold upper left, upper right and lower right corners to meet 
in centre of square. Fig. H. Cut oft* corners. Result, Fig. 9). 



80 



PAPER-FOLDING. 



Figure Ten. — Fold square into right-angled-triangle, and eut 
in line curving upward from lower right corner to a point on left 
edge. (Fig I. Result Fig. 10) . 







Figure Eleven. — Fold square into sixty-four small squares. 
Then into right-angled-triangle, and cut as indicated by dotted line. 
(Fig. J. Result, Fig. 11). 



PAPER-FOLDING. 



81 



















*- — 


-^ 


V 




(Figure Twelve. — Fold as for Fig. 11. 

Cut curve as per dotted line. (Fig. K. Kesult, Fig. 12). 







Figure Thirteen. — Fold square so it will be divided into 
thirds. Cut out each corner square. Result, (Fig. 13 or Greek 
Cross). 



82 



PAPER-FOLDING. 





Figure Fourteen. — Divide square into thirds. Open square. 
Fold front edge of square to meet back edge. Fold left edge to 
meet right edge, (Fig. I.) Fold upper right corner, upper-left 



corner and lower-right corner as in Fig. II. 
corners. Open paper. (Result, Fig. 14). 



Cut off these 




Figure Fifteen. — Fold square as for Fig. 1. Cut in a line 
curving inward from lower-right corner to upper-left corner, 
(Fig. III). Open paper. (Result, Fig. 15) . 



PAPER-FOLDTXft. 



83 





Figure Sixteen. — Maltese Cross. Fold as in Fig. I. Then 
upper left corner to lower right corner, (Fig. IV.) Cut from 
middle of right edge to point on left edge which intersects, crease 
from first fold. Open paper. (Result, Fig. 16). 







Figure Seventeen. — Cut circle (See Series I. Fig. 17). 
Cut another square in halves. Place one of the oblongs on desk 
with short ed°*es horizontal. Fold front edge to meet back edge. 



PAPER-FOLDING. 



Fold left edge to meet right edge. Cut in line curving outward 
from lower right corner to upper left corner. Fig. V. Open paper, 
Kesult, (an ellipse). Place ellipse so diameters coincide with dia- 
meters of circle. (Kesult, Fig, 17). 






Figure Eighteen.— Cut ellipse as in Fig. 17. and cut circle 
from one-fourth of large square. Place the circle upon the ellipse as 
in Fig. 18. 



PAPER-FOLDING. 



85 



Figure Nineteen. — Cut circle four inches in diameter. Fold 
edges together till circle is divided into eighths, (Fig. VI). Fold 
curved edges as in line a, b. Open last fold. Cut from point b 
to centre of line a, b. Then cut in line curving upward to point c. 
(Fig. VI). Open paper. (Result, Fig. 19). 





1 

1 
-- 1- 

1 


i 

\ i 

\ 


1 

— 1- 

y 


A- 
i 




Figure Twenty. — Oval. Divide square into thirds. Open 
paper. Fold left edge to meet right edge. Cut in a curved line 
from lower left corner to upper left corner, (Fig. VII). Open 
paper. (Result, Fig. 20). 



86 



PAPER-FOLDING. 



Figure Twenty-one. — Axis of symmetry. Fold an oblong 
as in Fig. V. Cut from centre of lower edge to centre of right 
edge, then to upper left corner. Fig. VIII. Open paper. (Re- 
sult, Fig. 21). 







Figure Twenty-two. — Fold squares into fourths both ways. 
Open paper. Fold left edge to meet right edge. Cut as indicated 
by curved lines Fig. IX. Open paper. (Result, Fig. 22). 



PAPER-FOLDING. 



Figure Twenty-three. — ■ Fold square so it is divided into 
thirds. Open paper. Fold left edge to right edge, and cut as in 
Fig. X. Open paper. (Result, Fig 23). 







Figure Twenty-four.— Fold as for Fig. X. and cut as in 
Fig. XI. Open paper. (Result, Fig. 24). 



88 PAPER-FOLDING. 

During these paper-foldings, the children have learned to divide 
the squares into halves, thirds and fourths ; and now, the dictation 
may be assisted, by using the terms — bisect, trisect, and quadrisect. 

The facts of proportion, and symmetry, should be presented; 
for example, give the children an oblong ^aper, four inches long, 
and two inches wide. Let them describe the sides and angles. The 
short sides are one-half 'the length of the long sides. The long sides 
are twice the length of the short sides. Fold for the diameter, by 
bisecting the sides. The divisions must be equal, and the proportions 
even. Bisect each half diameter, thus quadrisecting the entire 
diameter. 

Connect these points, and see that the different portions of the 
figure, balance each other. 



i 



Many dictation lessons should be given upon the forms already 
studied, as well as upon new figures, containing the same principles. 
Not only for the purpose of furnishing variety, in the methods of 
impressing facts, but also to ascertain the ability of the children to 
express what they have learned. 



DIMENSIONS. 



89 



DIMENSIONS. 

The children have studied solids, as wholes, their faces, and 
edges — also representations of them, by foldings and drawings. 

The paper used thus far, has been of uniform size (4 inches) 
and the children should have, by this time, a clear idea of a four- 
inch square, and of its proportions in halves, quarters and thirds. 

Attention should now be given to the study of the inch. Paper- 
folding is one of the best methods to use in teaching it, and the 
figures may be repeated by drawing from dictation — as for example, 
fold a four-inch square, so that it will be divided into sixteen small 
squares. (See Fig. 1). Open paper. Each square measures one 
inch. 




Cut the squares apart, and study the length and width. Draw 
the same square from dictation. 



90 



DIMENSIONS. 



Fold another paper, as described in Fig. 1, and then, fold 
the front edge to meet the back edge, and the left edge, to meet the 
right edge. (See Fig. 2). 

From this folding, an almost endless variety of foldings may 
be formed. 

When dictating for drawing, sometimes give a portion of the 
figure, covering only one-fourth of the surface, and direct the chil- 
dren to complete the figure, by drawing the other parts. Symmetry 
will thus be taught, and also one of the fundamental principles of 
design, viz. : the repetition of a unit. 



Having folded paper as described in Fig. 2. Cut from the 
centre of the right side, to the centre of the square — also cut 
from the centre of the square, to the centre of the upper side, as 
indicated by the heavy lines in Fig. 3, and the result will be as 
developed in Fig. 4. 

Dictate this figure — first, by giving directions for each corner. 

Afterward, give directions for one corner, and let the children 
complete the figure. 



DIMENSIONS. 
This Fi£. 5, when developed, gives Fig. 6. 



91 




Another dictation — Fig. 7, developes into Fig. 8. 





92 DIMENSIONS. 

Another example (Fig. 9) results in Fig. 10. 





Again, Fig. 11 develops into Fig. 12. 



L > 




Many interesting figures may also be made by dividing tri- 
angles and circles in like manner. 



THE ELLIPSOID. 



93 




THE ELLIPSOID. 



Compare the sphere with the ellipsoid. 

The ellipsoid has a curved surface, but is longer one way than the 
other. Both ends are alike. Model a clay ellipsoid , by first mak- 
ing a sphere, then gradually elongate it, keeping the ends equal, and 
the entire surface curved. (Fig. 1). 

Clay forms of objects based upon the ellipsoid, as for example, 
melon, lemon, potato, banana and cucumber, should also be mod- 
eled. (Figs. 2, 3). 




Next cut the clay ellipsoid in halves 




04 



THE ELLIPSOID. 




Objects based upon the half ellipsoid should be modeled as 
vegetable-dish, turtle, and pods of peas half open. (Figs. 5 and 6). 




Tablets. — Let the children find tablets that represent the 
views of the ellipsoid. (Figs. 7, 8, 9). 




Have each child hold the ellipsoid in a horizontal position, from 
left to right. 

Also in a vertical position. 

The views are represented by the ellipse. 

Give name — the ellipse. 



THE ELLIPSOID. 



Then direct the class to look at the ends of the ellipsoid. 
These views are represented by the circle. 

Tablets may be arranged to represent groups of elliptical solids, 
as plums and barberries. 





Let the children cut a plane from the centre of the clay ellip- 
soid, showing the ellipse. 

Let them paste paper ellipses in simple designs. (Figs. 10 and 

ii)- 



96 



THE ELLIPSOID. 





m^ 



-VJ" 



Mi 



/ 



\ 



//// / 

v / 



/ 

J 






U L ^ 




i y-*"\ 




I A—' 




^/ 



THE ELLIPSOID. 



97 



\ i i ' / 
x. i i y 






98 THE ELLIPSOID. 

Let the children trace the outline of objects upon clay, as leaves, 
lemon, or plum and branch. (Figs. 12 and 13). 

These figures may also be sewed on cards. (Figs. 14 and 15). 

They are now ready to cut the ellipse from paper (See page 84, 
Fig. V). 

Follow the four steps as given in directions (See page 75) . 



The drawing of the ellipse should now be practiced. In draw- 
ing a verticle ellipse, hold the pencil as in drawing a circle. 

In drawing a horizontal ellipse, hold the pencil with the point 
upward. 

Objects of elliptical form should now be drawn by the children, 
as the lemon, potato, leaf, cup ; a cylinder, tipped so that the upper 
end appears to be elliptical, and other similar objects. (Figs. 16, 
17, 18). 

Leaves and flowers of elliptical forms, should be studied and 
drawn. Also simple conventionalized forms. 

Plaques of clay should be made, and ellipses drawn upon 
them. 

A border drawn accurately, and cut out of colored paper, is a 
pleasing application of these forms-. 



THE OBLATE SPHEROID. 



99 




THE OBLATE SPHEROID. 

The study of the oblate spheroid should follow the ellipsoid — 
as many objects which are familiar to the children, are based upon 
it. 

Let the children make a clay sphere — and press it lightly 
between the hands, to increase the horizontal circumference, and 
diminish the vertical circumference, while carefully preserving the 
curved surface. 

Objects based upon this solid — are the turnip, tomato, door- 
knob, balls of twine and certain dishes, as above. 



100 



THE OVOID. 




THE OVOID. 

Ask the children to compare the ovoid with the ellipsoid. They 
will notice that one end is smaller than the other. 

Direct the class to mould a day sphere and to roll it between 
the palms of their hands until the sphere has been gradually 
lengthened, and one portion of it has become somewhat pointed. 
Then shape and smooth the clay, till a perfect ovoid is formed. 
Objects based upon the ovoid are pears, acorns, strawberries, a 
duck, clover blossom, or the body of the stork. 




THE OYOID. 



101 








Children should now make clay plaques and upon them build 
up bas-relief designs. 

Let them begin this line of work by moulding three acorns, 



102 



THE OVOID. 



place them in a graceful cluster upon the plaque and complete 
the design by adding the stem and leaves. 




Make another clay plaque, and draw the outline of the acorns 
on its surface, and gradually build up with little pieces of clay, 
within the outline, until the acorn is formed. Complete the design. 




On another plaque, build up the body of the stork, in the same 
manner. 



THE OVOID. 



103 



Sprays of flowers, and leaves, also, are suitable subjects for 
bas-reliefs. 





The four oval petals of the syringa can be easily moulded by 
the children. 

From the half-ovoid, we obtain the model for a s poon, a mouse 
or a boat. 



The plane cut from the ovoid is an oval. 





Tablets representing views of the ovoid are the oval and circle. 



104 



THE OVOID. 



Following the clay work, tablet designs based on the ovals may 
be made. 




These designs may also be sewed on cards. Next, have the 
children fold, and cut, a paper oval. (See pages 83 — 85). 

Drawing from objects that are oval in form, may now follow. 



THE OVOID. 105 

An egg, a pear, a duck, and the tablet designs previously used are 
suitable subjects. 






Groups of objects may be drawn- — for example, a lemon and a 
pear, or a pear, apple and plum. 



106 



THE OVOID. 



Many vase forms contain the oval, but before attempting to 
draw them, the children should be taught the necessity of finishing 
both sides of the object alike — that the value of the axis of sym- 
metry may be recognized. 



The oval may be introduced into designs for covering a surface, 
and also in borders. 



>W, 



THE CONE. 



107 




THE CONE 



Let the children name the solid having a base similar to the 
cone — the cylinder. Ask them to roll the two solids (cone and 
cylinder) on their desks, that they may observe the difference of 
action. 

Give the terms — base and vertex . 

Let the children mould a clay cone — by making first a sphere 
— then roll it slightly, as for a cylinder, but gradually tapering 
it at one end. Have the children roll the type solid on their desks, 
and that action will show them how to roll the clay. Objects based 
upon the cone should also be moulded in clay, as a top, a pine- 



108 



THE CONE. 



apple,— tapering roots such as a parsnip or carrot— and certain 
kinds of shells. 




The children may also make & paper cone. Divide a square into 
thirds, by foldings. In the middle square of the lower row, 



cut a circle having the same diameter as the square, and leave the 



THE CONE. 



109 



circle attached to the middle square. Fold back the paper in a line 
from the middle of the right side of the large square, to the 
middle of the upper side of the large square. Also fold back 
from the middle of the left side, to the middle of the upper side. 
Cut the paper in a curved line from the middle of the right side of 



i \ 

I \ 



the square, — and also from the left side of the square, to the upper 
part of the circle. Then cut off the upper left and right corners 
that were folded back. (See Fig.) Join the edges by sewing — 
first the slanting edges — then bend up the circle, and join to the 
hollow cone. 

Tablets. — In finding the tablet resembling the cone, the chil- 



110 THE CONE. 

dren will discover a new triangle. Let them describe it and give 
the name — isosceles triangle. 




Direct the children to mould a clay cone, and then cut it verti- 
cally. Let them describe the plane faces. They will recognize the 
semi-circle. 




The triangular face may be cut from an oblong, whose width 
equals the diameter of the base of the cone, and whose length equals 
the height of the cone. Fold the oblong vertically, left edge to 
meet the right edge, and cut a slanting line from the lower right cor- 
ner to the upper left corner. 



THE CONE. Ill 

Let the children study the views of a cone and draw them. 

The plane face, or bottom view, is a circle. 

The top view is a circle with a point in the centre for a vertex. 




In the front view, be sure the vertex of the triangle is over the 
centre of the base. 




THE TRUNCATED CONE. 

Let the children mould a clay cone, and cut through it parallel 
to the base. Teach the name — truncated cone. A flower pot, 
tumbler or basket may be moulded from this cone. 



112 



THE TRUNCATED CONE. 





Let the children draw the top view of the truncated cone, pro- 
ducing the concentric circles — 




THE SQUARE PYRAMID. 



113 




THE SQUARE PYRAMID. 

The cone and the square pyramid should be compared by the 
children. Let each child handle the type-solids, and they will dis- 
cover that both solids have a base and a vertex, and that a portion 
of the surface of the cone is curved, and the surface of the square 
pyramid is all plane. Also, that the base of the cone is a circle, and 
that of the square pyramid is a square. The sides of the square 
pyramid are isosceles triangles. 

Direct the children to mould a square pyramid from a clay cone 



114 



THE SQUARE PYRAMID. 



in this manner : Tap the curved surface of the cone, until four 
equal triangular faces are made, and the base becomes a square. 
Be careful to finish the faces with sharp edges. 

On one side of a clay pyramid, let the children mark lines and 
figures to imitate a thermometer — on another insert pegs, imitating 
a rack. 




The children should next make a paper pyramid. 

Divide a square into thirds by folding. Then, using the sides 
of the centre square for bases, cut triangles, as in Fig. 1, page 
115. 



THE SQUARE PYRAMID. 



115 





/ \l i 











Fold the paper so that all the triangles can be cut at once. 



The faces of the pyramid should next be studied. Find tablets 
like the base and front faces of the pyramid. 





Describe the square and isosceles triangle. 



116 



THE SQUARE PYRAMID. 



Direct the children to place the tablets to represent the pyramid 
and borders. 







Let the children make a skeleton pyramid of sticks and peas, 
by making a square base. Then insert a stick in each corner 



THE SQUARE PYRAMID. 117 

in an upright position and join the four uprights with a pea, at the 
vertex. 




Let the children bisect, vertically, a clay pyramid, and study its 
faces (triangles and oblong.) 



Views of the Pyramid. — Let the children draw the bottom 
view of the pyramid (a square), and then draw the front and 
side views (isosceles triangles.) 

Then direct them to hold the pyramid, with its vertex directly 
in front of the eye, and draw the top view. (See Fig., next page). 



118 



THE SQUARE PYRAMID. 




In this drawing, care must be taken to represent the vertex by 
a point — and also to represent the edges of the faces. 



The children may now truncate a clay pyramid, as they did the 
cone, and also model objects based upon it. 




Draw the top view. (See Fig. 1, page 119). 

Designs may be made with tablets and drawn. (Figs. 2, 3, 4.) 



THE SQUARE PYRAMID. 



119 




120 



EQUILATERAL TRIANGULAR PYRAMID. 



I 




EQUILATERAL TRIANGULAR PYRAMID. 

Give to the children for comparison — the square pyramid and 
the equilateral triangular pyramid. They will find that the triangles 
in the one, are isosceles triangles, and equilateral triangles in the 
other — that one has a square base, the other has a triangular base, 
that the faces on the triangular pyramid are all alike. 

Direct the class to model a clay equilateral triangular pyramid. 

They can readily do so from a sphere. 

First, shape one portion of the sphere into an equilateral tri- 
angular face, and use it as the base of the pyramid. Then, shape 
another triangular face with its vertex over the centre of the base 
of the pyramid. The other two faces can be formed by shaping and 
pressing with the fingers, more easily than by tapping the clay on 
the slate as was done in moulding other models. 



EQUILATERAL TRIANGULAR PYRAMID. 121 

A paper pyramid may be made in this manner. Cut an equilat- 
eral triangle. (See page 30.) 

Then fold each corner, to meet the centre of the opposite side ; 
this gives a central triangle, which forms a base. 




Fold the thr.ee sides of the large triangle, that the corners may 
meet in a point and join the edges. 



Let the children find tablets like the faces, and arrange in de- 
signs and draw them. 




122 



SUGGESTIONS. 



SUGGESTIONS. 

When possible to do so, use clay modeling to illustrate each 
subject of study. 

In the study of birds and animals the distinguishing character- 
istics of form may thus be taught in a very interesting manner. 
The roots, leaves, and blossoms of plants may be modeled on plaques. 

Language lessons may be illustrated by the children in free- 
hand sketches, after this method : — The teacher may tell the class a 
story, and while she talks the children should draw, in outline, 
various objects mentioned by her. These objects should be the 
same as those previously modeled or drawn. 



_^M. 




<n & 



R 



6E&. 



STORY. 

"Two little girls, Mary and Alice, are playmates and go to the 
same school. 

One day Mary's uncle gave her a round, covered basket 
with a handle. Wishing to show her present to Alice, she filled the 
basket with apples and carried it to her little friend's house. After 
the children had talked about the kind uncle's gift, they began 



SUGGESTIONS. 



12 



to play. They brought a little table and placed two chairs 
beside it. Each little girl had an apple, and a mug. for milk. 
In the centre of the table was placed a tin quart measure full of 
milk. When the children were tired of this, they ran out into the 
garden to play with a new red balloon that had been given to Alice. 
While Alice was running, the wind blew the balloon out of her 
hand, but the string caught in the clothes line and held it fast. 




The children could not reach the clothes-line, even on tip-toe, 
nor when Alice brought a big square box to stand upon. But she 
called her brother John, who came with a ladder and soon the run- 
away balloon was safe in her hands again. 

Alice will be more careful next time." 



124 



CONSTRUCTION WORK IN CARD-BOARD. 







' 


k ) 


/ 


/ 
/ 


\ 


•< 



CONSTRUCTION WORK IN CARD-BOARD. 

Objects that can be firmly constructed by means of laps or 
margins, should now be made. 

They should be based upon the Type-Solids, and may be con- 
structed of light-weight card-board. After the plan of the object 
has been drawn, the outline should be cut out with the scissors, 
and where the card-board is to be bent, cut through half its thickness 
with a sharp knife, similar in shape to a shoe-knife. The card-board 
should be placed upon a smooth board, and while the left hand firmly 
holds the iron ruler to the line to be cut, draw the knife lightly down- 
ward to avoid cutting through the cardboard. 

Use the blade in cutting, rather than the point of the knife. 

These objects may be made of heavy Manilla paper, without the 
use of the knife, if preferred. 

The following suggestions will illustrate this work. 



THE CUBE. 



l'2b 







• V 






/ 
\ 












\ 











THE CUBE. 



There are several ways of drawing the margins of a cube, as 
may be seen by the above illustrations. Fig. 1. is the simplest. 
For a two-inch cube, a paper ten inches square is required. With a 
ruler find the centre of the upper edge of the paper, and place a point 
there. Place a point one-half inch below point 1. With the 
last point as a centre, draw a horizontal line two inches long. 
From left end of horizontal line, draw downward a vertical line 
eight inches long. From right end of horizontal line draw downward 
a vertical line eight inches long. Connect the lower ends of the verti- 
cal lines. Beginning at the upper ends of the vertical lines, place 
points two inches apart and connect these points by horizontal lines. 
Extend the central horizontal line and the one above it, two inches 



126 



THE CUBE. 



at left and right of vertical lines. Connect the left ends with the 
vertical line, and also the right ends. 

Place a margin one-fourth of an inch wide around the upper, 
left and lower sides of the left square. Also around the upper, right 
and lower sides of the right square, and on the lower side of the 
lower square. Cut off the corners of each margin, as in Fig. 1. 
To complete the figure, cut first through the outline ; then cut 
partially through the lines bordered by the margins, and fold into 
the form of the cube, placing the margins inside and paste the edges 
neatly together. Other designs are given in Figs. 2 and 3. 



A Cubical Box. Draw the cube again, and place margins 
one-fourth of an inch in width, on the upper and lower edges of the 
left and right squares, and a half-inch margin upon the left, lower 
and right edges of the lower square. 













/ 


\ 


/ 


X 








\ 


/ 




\ 


/ 














/ 




N 





Cut the corners, as in Fig. 4, and form a box with cover. 




127 



A Cubical Safe. — On the left edge of the paper place a point, 
two and one-quarter inches from the upper edge, and number it 1. 
From this point, extend a horizontal line, eight and one-quarter 
inches toward the right. Place another point at the left edge of 
paper, two inches below point Xo. 1, and from it draw another hori- 
zontal line, also eight and one-quarter inches long. On these lines, 
beginning at the left, place points two inches apart, and number 
them 2.,. 3, 4, 5. Connect these points by vertical lines, and mark 
the squares thus formed A. B. C. D. 

Adjoining the upper side of Square B draw another two inch 
square, and mark it E. Place a quarter-inch margin on the left and 
right sides of square E. One-half inch below the second horizontal 
line, draw a third horizontal line, and extend the vertical lines from 
points 2,3,4 and 5 to meet it. On the third horizontal, place points 
at the right and left of the verticles, one-eighth of an inch distant 
from each vertical. One the horizontal line above, (the second) 
place points at the right and left of each vertical, one-fourth of an 
inch distant. Connect these points on the second and third horizon- 



128 



SUGGESTIONS FOR STICK-LAYING. 



tal lines, by oblique lines. At the right of the vertical line 5, allow 
a quarter-inch margin. Draw the door in square D. 

Cut out the figure and fold the margins inside, and paste neatly. 

To add a bottom to the safe, add square F, as in the cut, and 
paste the margins. 



SUGGESTIONS FOR STICK-LAYING. 





SUGGESTIONS FOE STICK-LAYING. 



129 





130 SUGGESTIONS FOR STICK-LAYING. 








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